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GreatSchools Rating

Westside Innovative School House

Charter | K-5 | 260 students

Community Rating

5 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 5 ratings
2011:
Based on 26 ratings
2010:
No new ratings

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Parent involvement

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34 reviews of this school


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Posted June 23, 2011

Thankfully WISH Charter Elementary School offers a "transitional kindergarten," class with a kindergarten curriculum for children who could benefit from the gift of time to develop emotionally and socially. With only two days of school left, I am simply over-the-moon with this gem of a school. The collaboration of dedicated teachers, the principle and staff whose mission places the students first, have been instrumental in making this first year at a charter school one that I will be grateful for the rest of my life... and one I will continue with for the duration of both of my children's educations. My daughter's teachers Ms. KZ and Mr. B are incredibly talented and make learning enjoyable for all the students. WISH is a model school for quality education. The teachers collaborate often on a weekly basis to assess the learning development of all students and problem solve together. Service Learning, Arts and Music are a reality. The WISH Charter E.S. "community" shares a common spirit of "together we can."
—Submitted by a parent


Posted June 16, 2011

My son is in this school and we really love it. we are grateful to the teachers principal leadership.
—Submitted by a parent


Posted June 7, 2011

My daughter is a Kindergartner at WISH and we love it! This new school has made an amazing impression on us as well as the community. The small class sizes, very involved principle and progressive approach to learning are so refreshing. My child is flourishing in both her education as well as her social development. We feel WISH offers a whole child approach to learning and we are honored to be a part of it! -parent
—Submitted by a parent


Posted June 2, 2011

WISH spends the exact same percentage of their budget on serving the special needs population as every other LAUSD school...PERIOD. I know first hand, and felt it important to address the post here that was misinformed. In addition, the paraprofessionals who are in the classroom serve ALL students, which is not only a great component, it's different from what other schools adhere to (assigning one-on-one aides). All of the children at WISH are encouraged to explore their independence without feeling "singled out" because of any special needs they may have, in a safe, caring environment. GO WISH!
—Submitted by a parent


Posted June 2, 2011

I am so lucky that my daughter is in kindergarten at WISH. Her teacher is an experienced fourth year teacher who previously taught at LAUSD and other neighboring school districts. The small class size and personal interactions from the principal on down make for a wonderful, warm, and amazing school experience. This is school the way it should be. Thank you WISH!
—Submitted by a parent


Posted June 2, 2011

Wish is a gem within our community of schools. My daughter is in 2nd grade and loves her teacher Ms Shelley. Ms Shelley is very caring and attentive to her students. From the beginning of the school year till now my daughter has bloomed. Not only in her education experience but in her character which is reflected in her school work. I invite parents of all grade levels to attend at least one of their Open Houses!
—Submitted by a parent


Posted May 26, 2011

WISH is not only assuring that my child gets the best education possible, the administration and staff are teaching students how to make their world a better place. This is being done in so many ways, every minute of every day. They are taught how to treat themselves and each other with respect; respecting their differences and celebrating everyone's accomplishments, both large and small. It is no exaggeration to say that this generation is going to make a profound, positive contribution in large part because of WISH. THANK YOU for showing us all how education SHOULD be and nurturing our children.
—Submitted by a parent


Posted May 26, 2011

Pros: -Small class size 20 to 1 -Small school, everyone knows everyone, feels like a family -Great principal Ms. Draxton, Felicia in the office and Mr. B are amazing -Music, P.E. Art every week -Project base learning is used in the classroom (not always) -Great hot lunch program -Great after school care program and enrichment program -Inclusion program like CHIME, which means special needs students are integrated into the classroom. This Teaches apathy to other children and gives all children the right to an education Cons: -Most teachers are very young and lacking experience. We find our child's teacher to be so green, we have struggled this year. -Lacks diversity, majority of the families are from Westchester and surrounding area -Raising Funds is misguided and struggling, rather then tapping into the greater community the WCA (PTA) asks for money from families mainly. -Because funding is lacking and the school has a high number if IEP specialists for the special needs children at the school, a lot of funding goes directly to subsidize what the LAUSD can not provide. Do not be fooled by manic optimism, the average kids could be over looked. With time WISH will be great!
—Submitted by a parent


Posted May 25, 2011

Eddy Award-winning First Grade Teacher Alison Sitrick is amazing! We love her. Our daughter loves her. WISH is an amazing school with amazing teachers. We couldn't be happier with the quality of education. Shawna Draxton, the principal is engaging, accessible and lovely with the children. We are so very happy we found this school! Parents are VERY involved and the community is so very supportive. YAY WISH!
—Submitted by a parent


Posted May 25, 2011

My family is so lucky to be a part of the Wish community. Our daughter is currently in Kindergarten and loves going to school every day. We have seen our daughter grow and thrive at Wish. She is learning so much more than academics, she is learning how to be a compassionate, positive member of society. We love Wish!
—Submitted by a parent


Posted May 25, 2011

We were so lucky to be chosen for this wonderful school, my son Omar is so happy here he loves Ms Shelly his 2nd grade teacher she is so nice. The principal is so great and understanding with the children. Most of all the learning experience is great. Thank you, Thank you , WISH CHARTER SCHOOL
—Submitted by a parent


Posted May 25, 2011

I WISH there were more than five stars to give this school. We searched the west side of L.A. for a school where our daughter would be encouraged to explore, try new things, and express herself, while at the same time getting an excellent standards-based education, where there would be music and art integrated into the curriculum and a sense of civic responsibility modeled for all children. We found it!!! We love WISH Charter and feel lucky every day to be part of this community of caring, gifted educators (including a 2010-2011 EDDY Award winner), wonderful staff, a superb principal, involved parents, and wonderful, creative children. WISH is a dream come true.
—Submitted by a parent


Posted May 23, 2011

My son is nearing the end of his Kindergarten year at WISH Charter, and we could not be happier with the school. The Principal, Shawna Draxton, is outstanding. She listens to the parents and always puts the children first. The other parents also rave about their teachers, but I can't imagine a better teacher than Ms. Snider, who my son has had this year. She is great about communicating with the parents and making the class and learning FUN for the kids! My son loves going to school every day, which I think is such an important thing to do from the beginning- if kids love learning, then they learn so much more. And he HAS learned so much! What I love most about WISH? The parent involvement- we have an amazing group of families who have volunteered so much time and energy to help this school succeed in its first year. They have started a hot lunch program, garden, library, recycling and composting program, and SO much more! I can't imagine a more dedicated, welcoming, fun group of parents or a better school to be at!
—Submitted by a parent


Posted May 23, 2011

My family and I are proud members of the WISH community. My son is currently a Kindergartener and is thriving at this exceptional school. The Principal is warm and loving and incredibly hands on with the kids. Every time I'm on campus, I see her down on eye level chatting with them or playing a game of whiffle ball. In fact, I don't think I have EVER seen her in her office. The family involvement is fantastic. I personally serve as a room parent and the Event Committee Chair and I would say most parents contribute in some capacity. We feel so lucky to be a part of this special little school that seems to be capable of just about anything.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

838

Change from
2011 to 2012

-6

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

N/A


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

838

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-6

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

7 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

N/A

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

20 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
76%

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 64% in 2012.

20 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
62%

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

21 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
50%

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 69% in 2012.

21 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
59%

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

21 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 71% in 2012.

21 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students70%
Females82%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students80%
Females82%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students71%
Femalesn/a
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state79%

Math

All Students81%
Femalesn/a
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students67%
Femalesn/a
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

Math

All Students67%
Femalesn/a
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state71%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Oops! We currently do not have any student information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »
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8820 Sepulveda Eastway
Los Angeles, CA 90045
Phone: (310) 642-9474

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